Materials: internet access, with speakers; “With My Own Two Hands” handout, looseleaf
Because the Provincial Exam will ask you to identify various writing strategies, and explain how they create mood, meaning, feeling and the like, this is a look at the writing trait of “voice”.
Many of our short stories recently have dealt with the topic of making the world a better place. They have made us think about the future and if and how we can make a difference. So in keeping with that theme, the music below presents two different “voices” on that topic.
Google the definition of the writing trait of “voice”. Here is a good one, but look up a few more to get a better understanding.
Voice is the writer coming through the words, the sense that a real person is speaking to us and cares about the message. It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice. http://educationnorthwest.org/resource/503#Voice
Take a stance. On loose leaf, brainstorm as many changes the world needs as you can, then write a few sentences that explain how. Also, can you impact any change, and what tools, or qualities do you possess that might be used. Are you optimistic or pessimistic?
Watch the following clips in this order. Look up and read the lyrics to each song. As you listen to each, complete the following prewriting organizer. It will help you gather ideas for your poem, and is worth 10 marks. Prewriting Organizer
While you are listening to Ben Harper’s song, and John Mayer’s song, complete the part of the handout that you can.
Once you have seen each video, the first two presenting an optimistic view, and the second two presenting a pessimistic view, review your stance. Complete the handout to take a stand and decide what you can do about the world, if anything. Be honest.
Write your own poem, or song lyrics, expressing your voice. Be sure your true feelings come through. Be specific with your word choices as they create mood and feeling. Here are some examples: Student examples grade 4-12
Your poem must be at least 20 meaningful lines long.
Hand in all paper- brainstorming, handout, poem to be marked
Below is the rubric used to mark your poem:
/1 title, catchy and meaningful
/10 length, at least 20 lines
/5 thought and voice put into the message
/5 poetic devices used-similes, metaphors, personification, consonance, etc.
/4 conventions
Total /25
April 2
1. Games with poetry devices
2. Finish "With my own hands" voice poem and old "quest item" poem from before break.
April 3
1. Who is Singing this Song- Literacy Power- See complete instructions on the "Literacy Power" wikipage to the right.
2. Who is Singing this song- Write your own original poem modeled after the one by Janice M.
3. The rubric for your poem is below: “Who is Singing this Song?” Original poem /2 followed model format /3 length- at least 18 lines (6 of them are: “Who is singing this song?” And “I am”) The rest are 3 stanzas x 4 lines each-or more. /2 conventions /12 content /6 creativity (mood, voice, word choice, figures of speech, meaning, enjambment, etc) Total /25
April 4 1. Complete Who is Singing this Song Literacy Power and original poem 2. Poetry analysis worksheet on your favourite song or poem. Here's the link so you can print it out:
2. Find a picture or artwork on the internet, print it, and using vocabulary from the powerpoint, write at least 3 "second level" comments about the image.
Lesson from “WritingFix.com” With Your Own Two Hands
Complete lesson plan here:
Materials: internet access, with speakers; “With My Own Two Hands” handout, looseleaf
Because the Provincial Exam will ask you to identify various writing strategies, and explain how they create mood, meaning, feeling and the like, this is a look at the writing trait of “voice”.
Many of our short stories recently have dealt with the topic of making the world a better place. They have made us think about the future and if and how we can make a difference. So in keeping with that theme, the music below presents two different “voices” on that topic.
- Google the definition of the writing trait of “voice”. Here is a good one, but look up a few more to get a better understanding.
Voice is the writer coming through the words, the sense that a real person is speaking to us and cares about the message. It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice. http://educationnorthwest.org/resource/503#Voice- Take a stance. On loose leaf, brainstorm as many changes the world needs as you can, then write a few sentences that explain how. Also, can you impact any change, and what tools, or qualities do you possess that might be used. Are you optimistic or pessimistic?
- Watch the following clips in this order. Look up and read the lyrics to each song. As you listen to each, complete the following prewriting organizer. It will help you gather ideas for your poem, and is worth 10 marks. Prewriting Organizer
- Ben Harper “With My Own Two Hands” http://www.youtube.com/watch?v=aEnfy9qfdaU&ob=av2e
- Lyrics http://www.azlyrics.com/lyrics/benharper/withmyowntwohands.html
- Badly Drawn Boy Year of the Rat http://www.youtube.com/watch?v=PScUdYTO0UM
- John Mayer “Waiting for the World to Change” http://www.youtube.com/watch?v=oBIxScJ5rlY&ob=av2e
- Lyrics http://www.azlyrics.com/lyrics/johnmayer/waitingontheworldtochange.html
- Hugh Laurie’s protest song http://www.youtube.com/watch?v=M1jcguMneDg
- While you are listening to Ben Harper’s song, and John Mayer’s song, complete the part of the handout that you can.
- Once you have seen each video, the first two presenting an optimistic view, and the second two presenting a pessimistic view, review your stance. Complete the handout to take a stand and decide what you can do about the world, if anything. Be honest.
- Write your own poem, or song lyrics, expressing your voice. Be sure your true feelings come through. Be specific with your word choices as they create mood and feeling. Here are some examples: Student examples grade 4-12
- Your poem must be at least 20 meaningful lines long.
- Hand in all paper- brainstorming, handout, poem to be marked
Below is the rubric used to mark your poem:/1 title, catchy and meaningful
/10 length, at least 20 lines
/5 thought and voice put into the message
/5 poetic devices used-similes, metaphors, personification, consonance, etc.
/4 conventions
Total /25
April 2
1. Games with poetry devices
2. Finish "With my own hands" voice poem and old "quest item" poem from before break.
April 3
1. Who is Singing this Song- Literacy Power- See complete instructions on the "Literacy Power" wikipage to the right.
2. Who is Singing this song- Write your own original poem modeled after the one by Janice M.
3. The rubric for your poem is below:
“Who is Singing this Song?” Original poem
/2 followed model format
/3 length- at least 18 lines (6 of them are: “Who is singing this song?” And “I am”) The rest are 3 stanzas x 4 lines each-or more.
/2 conventions
/12 content
/6 creativity (mood, voice, word choice, figures of speech, meaning, enjambment, etc)
Total /25
April 4
1. Complete Who is Singing this Song Literacy Power and original poem
2. Poetry analysis worksheet on your favourite song or poem. Here's the link so you can print it out:
April 5 Provincial Exam Practice
1. How to read a picture- powerpoint below:
2. Find a picture or artwork on the internet, print it, and using vocabulary from the powerpoint, write at least 3 "second level" comments about the image.